few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Analyze, compare, create, and compose shapes.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand and apply the Pythagorean Theorem.

Reason with shapes and their attributes.

Prove theorems involving similarity.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Define trigonometric ratios and solve problems involving right triangles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Visualize relationships between two-dimensional and three-dimensional objects.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Prove geometric theorems.

Find arc lengths and areas of sectors of circles.

Understand and apply theorems about circles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Make geometric constructions.

Apply trigonometry to general triangles.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Use coordinates to prove simple geometric theorems algebraically.

Understand similarity in terms of similarity transformations.

Apply geometric concepts in modeling situations.

Experiment with transformations in the plane.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Explain volume formulas and use them to solve problems.

Classify two-dimensional figures into categories based on their properties.

Translate between the geometric description and the equation for a conic section.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand congruence in terms of rigid motions.
problem_activity: Using the diagram below:
[IMG]
What can be concluded about the relationship between line
$$l$$
and plane
$$P$$
? Why?
What can be concluded about the relationship between planes
$$P$$
and
$$Q$$
? Why?
What can be concluded about the relationship between lines
$$l$$
and
$$m$$
? Why?
What can be concluded about
$$\overline{AB}$$
and
$$\overline{CD}$$
?
Line
$$j$$
lies in plane
$$P$$
, and line
$$i$$
lies in plane
$$Q$$
. What can be concluded about the relationship between lines
$$i$$
and
$$j$$
?


correct_option_index: 20